Sample of 5E Lesson Plan For Grade 9

This is a sample lesson plan in Mathematics 9 4th Quarter Week 3 to 5 using the 5E design.

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Grade 9: Fourth Quarter Week 3 to 5

Learning Competency: The learner:

• illustrates angles of elevation and angles of depression.
• uses trigonometric ratios to solve real-life problems involving right triangles.

Materials or Equipment Needed: meter stick or measuring tape, protractor, activity sheets, manila paper, activity sheets, marker and board, copy of the rubrics 

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5E Instructional Model

5E	Procedure
Engagement	At the beginning of the new lesson, ask the students, “Suppose you are on the rooftop of SM Baguio and you are looking down at a certain person standing beside the street, is it possible for you to find the distance of that person from the basement of the building?” Or to flip the situation, “Suppose you are standing beside the street and looking up at someone at the rooftop of SM Baguio, is it possible for you to find the height of the building without actually measuring it? If yes, what are the required data to be able to find the building’s height?” Emphasize that the next lesson will deal with these kinds of problems and it is an application of the students’ previous lesson regarding trigonometric ratios.
Exploration	This is a review of the trigonometric ratios as well as to set up the stage for the main lesson. The students will be grouped into three: consisting of a model, a writer, and a measurer but they will all be working on answering the problem. So, for this activity, the problem will be given beforehand and it will be done the day after. The problem is how will they find the height of the model without actually measuring his height and the clue is they can use the shadow of the model. The twist is that the group shall discuss what tools they think will be necessary for the activity and write it up so that the teacher will provide it to them. During the activity, guide the students to keep them on track by asking clue questions, if necessary, like: What shape can be associated with the dimensions measured in the activity? If only one measurement is given, is it possible to find the measurement of the other dimensions? If yes, how? If not, what information must at least be given to find the measure of the others? At the end of the activity, the student will be able to answer the question: 1.   What is/are the minimum information needed or must be given to be able to solve the dimensions of a right triangle? 2. What specific formula/e can be used to solve for a certain dimension of a right triangle?
Explanation	In this stage, the teacher will formally discuss the result of the activity and explain it using mathematical terms specifically, what angles of elevation and depression are. Afterward, the group will be tasked to present their output in the previous activity using the terms discussed. During each group’s presentations, the class will be asked to observe and reflect on the different ways of solving problems involving angles of depression and elevation utilized by the other groups.
Elaboration	In this stage, the students will be presented with more examples of angles of depression and elevation. The students will be given activity sheets with various real-life problems that have different ways of being solved. Discussions of the techniques or process of solving can still be applied if the students find difficulty in solving the problems.
Evaluation	Students will be grouped by fours and will be tasked to observe around them and find a real-life problem that involves the trigonometric ratios and angles of elevation/depression. After finding one, they will formulate a problem out of that situation. The formulated problems will be exchanged with the other groups and the other groups will solve the problem. To rate the activity, a rubric will be used specifically, it will focus on three criteria: Appropriateness and organization of the formulated problem, Completeness and correctness of process in solving the problem, and Presentation of the output.